Effectiveness Of The Steam-GBL Approach with The Help of Educated Games to Improve Students’ Science Learning Achievement

DOI

10.2991/978-2-38476-410-5_36How to use a DOI?

Keywords

STEAM-GBL model; educandy games; physics education

Abstract

This study focuses on improving science education, specifically in the area of temperature and heat, where only 45% of students achieve the Minimum Passing Grade (MPG). Using the STEAM-GBL model with Educandy Games, the aim is to provide a more comprehensive understanding of the material and connect it to the real world, making it easier for students to grasp. The primary objective is to assess the effectiveness of the STEAM-GBL model in enhancing science learning achievements, particularly regarding temperature and heat. The study involved 52 seventh-grade students exposed to the experimental model. Statistical analyses, including t-tests, N-Gain, and effect size calculations, were employed. The results indicate that the learning model significantly influences student achievement (sig. = 0.026 ¡ 0.05). The N-Gain analysis reveals that the experimental class achieved a higher score (0.66) compared to the control class (0.43), both falling in the medium category. However, the experimental class’s N-Gain score is notably higher, almost reaching the high category. Among subtopics, temperature had the highest N-Gain score in both classes, followed by expansion, with heat scoring the lowest. Additionally, challenges related to the concept of heat had the highest N-Gain score, while problems associated with the effects of heat on changes in the state of matter had the lowest N-Gain score in both classes. The effect size analysis indicates a moderate impact (d = 0.6) of the STEAM-GBL model on improving student achievement. In conclusion, the STEAM-GBL model, combined with Educandy Games, effectively addresses challenges in teaching temperature and heat, as evidenced by significant improvements in student achievement. Therefore, educators are encouraged to consider integrating the STEAM-GBL model into their teaching methodologies to enhance science learning experiences.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Fadhila Firdianika
AU  - Parno Parno
AU  - Yayuk Mulyati
PY  - 2025
DA  - 2025/07/28
TI  - Effectiveness Of The Steam-GBL Approach with The Help of Educated Games to Improve Students’ Science Learning Achievement
BT  - Proceedings of the 2nd International Conference on Sciences, Mathematics, and Education 2023 (ICOSMED 2023)
PB  - Atlantis Press
SP  - 353
EP  - 363
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-410-5_36
DO  - 10.2991/978-2-38476-410-5_36
ID  - Firdianika2025
ER  -